A Study Of Influence Of The Difference Thinking Pattern Between English And Chinese On The Text Organization And The Solution

Writing is an arduous task to complete in the teaching of English. Experiencetells us that organization of text is an immense obstacle to students’ effectivewriting. The analysis of the compositions of middle school students shows that inaddition to lexical and tense mistakes, syntactic errors and Chinglish such as worddisorder， unfocused topic sentences， and inappropriate transition， are quitecommon in English compositions of Chinese students. There is no denying thatwriting problems may arise from many reasons, but, Chinese English learners’lack of motivation can basically be checked off, as the significance of writing hasbeen realized because of the requirements of the entrance examination. Now thatthe teaching effects on Chinese English writing have been less than satisfactory,considering these tremendous and unprecedented linguistic efforts, it is naturalthat further attempts for a more effectual didactics will be made by ChineseEnglish educators and instructors in order to have a better understanding ofstudents’ writing problems and help them ameliorate writing proficiency for aneffective writer. The above mentioned situation brings about the hypothesis thatthe different thinking patterns between Chinese and English will have to bereckoned as an underlying cause or factor with which this thesis deals. The hunchis based on the previous researches pertinent to language and thinking patterns,and the recent linguistic theories, as well as author’s personal experience andreflection of the teaching.What text reflects is in essence the difference of thinking pattern. Orientalpeople pay more attention to entirety， synthesis and unity in terms of structure.However， western people emphasize individuality, analysis and opposition. Whatoriental people care is induction as compared to deduction emphasized by westernpeople in terms of devices of organizing passage such as transition and coherence.At first, on the basis of previous research, the author makes an analytical contrastof the organization between English and Chinese texts, and then analyzes theinfluence to the text caused by the differences of thinking pattern. According tothe problems reflected by the questionnaire, the author put forwards severalmeasures in teaching writing to senior high school students.The author selected the students from literal and science classes in the FirstMiddle School in Zhangzhou and applied several measures to do the research.First, use the SPSS to analysis the data of the questionnaire. Second, in order toimprove the function of teaching thinking pattern in English writing, this researchalso employs observation in classroom and part of the actual operation.To sum up, students’ writing levels can be really improved through guidingtheir writing from the perspective of different thinking patterns between Chineseand English. The findings of this study suggest that the pedagogic model of the combination of the contrastive reorganization of Chinese and English thinkingpattern differences and the cognitive training of English thinking patterns for highmiddle school English writing course is an effective one.